Indicators Institutional Performance in Educational Field in the Province

of According to the Value-added Approach: An Analytical Study in the

Public Schools in Muscat Governorate

Mahmood Mohammed Ali

, Ayad Abdullah

and Hassan Alnabhani

USIM Universirti, Malysia

Ministry Of education,Oma

Keywords:

Institutional performance, added value.

Abstract:

This quantitative study researched the performance indicators of educational institutes through added vale

approach. Schools that are under the supervision of the ministry of education are evaluating their perfor-

mance through several forms. This system suffers from ﬂaws such as inaccuracies or missing objectivity in

ﬁlling the forms in addition to its ill timing as the forms are ﬁlled at the same period of teachers entering

the results of semester exams. The study aimed at researching the most important indicators that affect the

educational system through the added vale approach in the educational directorate in Muscat governorate,

and highlighting the challenges that face the educational institutes with their performance indicators. The

researcher used a descriptive and analytical methods in his investigation. The study sample consisted of 130

in government schools in the Muscat.The researcher designed two questionnaires. performance of the educa-

tional institutes,others was on the added value approach. The study concluded; Improvement in performance

of the educational institutes was apparent in the areas of positive interactions between the schools and local

communities. Taking on board feedback and improving, increasing the level of the teacher’s awareness of the

subject objectives and empowering him to achieve them. This is achieved through the care of schools to call

for periodic meetings to discuss the updates in the educational process, and setting up evaluation tests for the

students. In the added value approach, the study was able to increase the level of school’s performance in the

areas of value construction and positive directions, and diversiﬁcation of the teaching strategies to improve the

schools institutional performance.

1 INTRODUCTION

The management of educational institutions is one

of the most important humanitarian activities in so-

cieties at different stages, because it directly affects

the lives of peoples and nations socially, economically

and politically. through the application of modern ed-

ucational management theories, which enhance the

standing of educational institutions, preserve them,

promote them and overcome all the challenges they

face.(Hussey, 1982).The process of improving insti-

tutional performance involves four main themes: in-

ternal processes, organizational structures, human re-

sources and technology. Because of the importance of

these themes, it became important in the ﬁeld of ed-

ucational institutions. In addition, global challenges

made educational institutions consider modern ad-

ministrative and economic methods and approaches

to planning for upgrading the efﬁciency of those in-

stitutions in a way that achieves their objectives

1.1 Problem of the Study

The time has come for educational institutions to

adopt the concept of Added Value as an approach and

indicator of the effectiveness of institutional perfor-

mance on the educational process in all its aspects.

The researcher chose to study in government schools

in the governorate of Muscat, where these schools are

subject to monitoring, follow-up, and direct supervi-

sion by the Ministry of Education in Oman, which

has a system of evaluating institutional performance

in schools through a set of forms and surveys targeting

administrators, teachers and students, as well as par-

ents. Then are analyzed electronically through syn-

thesized and detailed reports to identify strengths and

weaknesses. Theschool must develop the necessary

plans to enhance the strengths and avoid or reduce the

200

Ali, M., Abdullah, A. and Alnabhani, H.

Indicators Institutional Performance in Educational Field in the Province of According to the Value-added Approach: An Analytical Study in the Public Schools in Muscat Governorate.

DOI: 10.5220/0009880702000206

In Proceedings of the 2nd International Conference on Applied Science, Engineering and Social Sciences (ICASESS 2019), pages 200-206

ISBN: 978-989-758-452-7

weaknesses through integration with the competent

authority in every aspect. However, the application

of this system is ﬂawed by inaccuracies in the objec-

tivity in ﬁlling those surveys and the timing at which

the evaluation is available, namely, the period of the

input the results of the semester. In addition to the dif-

ﬁculty of access to the website that period because of

synchronization with the network pressure in that pe-

riod, according to the researcher and the ofﬁcial cor-

respondence.Valueadded evaluation can improve per-

formance by increasing the efﬁciency of educational

leaders and making them capable of making fair judg-

ments about the effectiveness of educational institu-

tions. It also can draw decision makers on detailed,

time-series data that improve educational programs to

contribute to spreading a culture of excellence in our

educational institutions

1.2 Importance of the Study

A) Theoretical importance: The importance of the

study is illustrated by the fact that it contributes to

the disclosure of institutional performance indica-

tors, and its role in giving a true and honest picture

of the reality of the educational system within ed-

ucational institutions, which helps to modify ex-

isting policies or adopt new ones; to improve and

develop the educational system in educational in-

stitutions

B) Prominent importance: This study is - within the

knowledge of the researcher - the ﬁrst study that

seeks to link the performance indicators of the

school and the educational level using the Added

Value approach. The study could be a real addi-

tion to libraries, enriching this area and making

future use of it by researchers. This study will

undoubtedly serve as a model for researchers to

conduct similar studies in light of the input used

C) Systematic importance: This study, within the

conﬁnes of the researcher’s science, is the ﬁrst

study that seeks to link school performance indi-

cators to the level of the educational aspect using

the Added Value Approach. The study could rep-

resent a real addition to libraries, enriching this

area and beneﬁting researchers in the future. This

study will undoubtedly serve as a model for re-

searchers to conduct similar studies in light of the

input used

2 TERMINOLOGY OF STUDY

-Indicator: The indicator is deﬁned as data, infor-

mation and reference points for measuring countries’

comparison and measuring educational progress.

Performance: It is intended to carry out an action

or task or something that has been accomplished as

deﬁned as the outputs or objectives that the system

seeks to achieve. Efﬁciently and produce outputs con-

sistent with its objectives and suitable for its users In-

stitution: In the term, it is a consciously coordinated

social entity, with clearly deﬁned boundaries, work-

ing on a permanent basis to achieve a speciﬁc goal or

set of speciﬁc goals. As for institutional performance,

the researcher deﬁnes it as:

The ability and efﬁciency of the educational insti-

tution in implementing its strategic objectives accord-

ing to the Added Value approach

Institutional performance indicators: Performance

indicators are a set of criteria resulting from the ex-

perience of the organization, formulated at speciﬁc

points to be used in the performance evaluation pro-

cess, which vary according to the environment in

which the organization operates, and the prevailing

organizational culture.

The educational aspect : is the organized process

practiced by the teacher in order to transfer the knowl-

edge and skills to the students and develop their atti-

tudes toward them. Learning is the real outcome of

the educational aspect.

Added value: A method for assessing the teacher

and measuring the contributions of that teacher to a

year by comparing the student test scores in the cur-

rent school year to those of the previous school year,

as well as those of other students in the same grade.

Comments on previous studies Previous studies

are the pillars of scientiﬁc research that guide the re-

searcher to the method of research and methodology

of work, through their ﬁndings, to integrate and build

on efforts, and to beneﬁt from the results, tools and

type of curriculum used. To achieve maximum bene-

ﬁt, as shown below:

First, it is clear from the studies of Saleh Ab-

del Karim (2010), Abu Hagel (2012) Suhail Sultan

(2009), Brayson (2008), Macmillian, H. (2010), that

agreed on a relationship between strategic manage-

ment and institutional performance in universities,

and the importance of activating institutional perfor-

mance within universities. There is also a relationship

between institutional performance and both ”internal

and external” environmental changes, performance

and competitive development, and achievement of ed-

ucational goals within educational institutions. The

studies also emphasized the effectiveness of the man-

agement of excellence and its contribution to the de-

velopment of theinstitutional performance of higher

education. They also emphasized the importance of

institutional reform of the ﬁrst cycle of basic educa-

Indicators Institutional Performance in Educational Field in the Province of According to the Value-added Approach: An Analytical Study

in the Public Schools in Muscat Governorate

201

tion, in light of effective institutional performance re-

quirements through quality and Added Value. Several

aspect were emphasized, the importance of analyz-

ing recent efforts to measure sustainability and insti-

tutional assessment tools, identifying normative indi-

cators for institutional leaders and best practices, and

sharing experiences to strengthen the concept of sus-

tainability and institutional performance within edu-

cational institutions.

Second: studies of Brayson (2008), Choon (2010),

Janan, Iman (2010), Al Isawi (2017), Tariq (2016),

Hanaa (2010) mentioned the importance of the evalu-

ation of institutional performance and quality accord-

ing to the Added Value and quality approach. In addi-

tion, the need for a methodology to deﬁne quality and

Added Value concepts in higher education, a weak-

ness in the ﬁnancial and administrative point of view

requiring radical change, both at the institutional and

organizational levels. These studies emphasized the

impact of this on institutional performance in educa-

tion, the identiﬁcation of performance measurement

methods, and the impact on the effectiveness of edu-

cational institutions’ performance by balancing quan-

tiﬁable factors. They also shed light on the impor-

tance of assessing the institutional performance of the

faculties of education using a balanced measurement

card. Such evaluation reaches a proposed framework

for developing the institutional performance of uni-

versities in the light of the criteria for TQ and Added

Value management, and the existence of weaknesses

in the institutional performance of the schools of the

ﬁrst cycle of basic education

Third, the studies of Abdurrahman Mustafa

(2012), Laurie (2008), ensure the importance of the

control of planning processes, the importance of the

implementation of self-evaluation and institutional

performance and some measures to improve the ed-

ucational aspect of schools in all stages and types.

They also ensure that appropriate evaluation criteria

exist to improve institutional performance within in-

stitutions of higher education. There is also a lack

of Institutional performance assessment, teaching and

learning strategies, and follow-up of academic pro-

gram learning outcomes at the educational system and

school level. Moreover, studies emphasized the im-

portance of regular evaluation reports to ensure the

activities of strategic planning programs at univer-

sities; and that internal evaluation is not enough to

cover all issues and issues related to trends and man-

agement patterns within educational institutions; and

important institutional differences in policy variables,

places, cultures and structures.

Fourth: Studies of Hammoudi and Iman (2010),

Hana Hagazi (2010), utilize various techniques, pro-

cedures and tools that beneﬁt the researcher during

the preparation of current study tools. Some of these

tools are: the Institutional Performance Survey, the

Management of Excellence for Education Institutions

Survey, the Resolution of Corporate Performance As-

sessment, the Evaluation of the Administrative Au-

thority for Educational Institutions Performance, and

the Measurement of Quality of Institutional Perfor-

mance. The researcher also beneﬁts from the theoret-

ical and practical orientations to which these studies

have been exposed.

Fifth: The various measures of the variables of

studies were examined to beneﬁt from them in design-

ing the current study standards.

Sixth: None of the previous studies have discussed

the subject of the present study. These are the indi-

cators of institutional performance on the educational

side in Oman according to the Added Value approach.

Which conﬁrms the existence of the gap and the ur-

gent need for conducting this study.

3 RESEARCH METHOD

The researcher used descriptive analytical method.

Study population. The study population consists of

all, 169 of the principals and 493 of the senior teach-

ers. according to the ofﬁcial statistics

3.1 The Study Sample

Figure 1: is explain it.

ICASESS 2019 - International Conference on Applied Science, Engineering and Social Science

202

3.2 Study Tools

The researcher developed a questionnaire to measure

the institutional performance. Also built a question-

naire for added value and subjected it to the validity

and reliability on the following detail:

Figure 2: validity and reliability coefﬁcient.

Validation of the tool: The researcher relied on

the report of the validity of the tool on what is known

as Face Validity where the questionnaire of the insti-

tutional performance and the identiﬁcation of added

value were presented to the group of arbitrators from

the academic professors in the various related institu-

tions.

Reliability of the tool: The internal consistency

coefﬁcient was calculated according to the Cronbach

alpha formula for each area of the tool. The internal

consistency coefﬁcient of the instrument as a whole

was 0.93, where the reliability of the ﬁrst axis was the

efﬁciency of available resources (0.91) (0.93), while

the reliability of the quality axis (0.93) is shown in

Figure 3. All reliability coefﬁcients for the study axes

are high and suitable for the study purposes.

4 RESULTS AND DISCUSSION OF

RESULTS

4.1 Results for the First Question

The question: ”Are there statistically signiﬁcant dif-

ferences between the averages of the level of insti-

tutional performance indicators due to the degree of

Added Value in a sample of the members (adminis-

trative and teaching staff) in some public schools”?

To answer this question, the researcher ﬁrst ap-

plied the one-sample sample test to all the sample

members.

This test helps to determine whether there are

statistically signiﬁcant differences as laboratory tests

that can compare two or more ; The results were as

follows:

Figure 3: (One-Sample Test) The ﬁrst hypothesis for all the

sample.

In Figure 3 above, the probability value of Sig is

greater than the level of signiﬁcance (α = 0.05) for

both variables (institutional performance and Added

Value). This negates the hypothesis of the study and

accepts the null hypothesis. There are no statisti-

cally signiﬁcant differences between the averages of

the level of institutional performance indicators due

to the ( Added Value) value of a sample of the mem-

bers (administrative and teaching staff) in some public

schools.

To verify the validity of the above conclusion, the

researcher conducted a T-Test according to the func-

tional level variable, so that differences between the

total of managers and teachers could be veriﬁed at

the level of each ﬁeld separately and at all levels for

the variables of institutional performance and Added

Value; The results are as follows inFigure 4:

Figure 4: The Sample Measurement of Three Tourist Des-

tination.

(*) The differences between the averages are sta-

tistically signiﬁcant at the level of signiﬁcance (0.05

α)

As shown in the ﬁgure above, the probability val-

ues (Sig.) for all domains in both variables (institu-

tional performance and Added Value) were greater

than the signiﬁcance (α = 0.05) level. Thus, it can

Indicators Institutional Performance in Educational Field in the Province of According to the Value-added Approach: An Analytical Study

in the Public Schools in Muscat Governorate

203

be concluded that there are no statistically signiﬁcant

differences between the average estimates of the sam-

ple study on these areas and the areas combined at-

tributable to the variable level of the function. There

are no differences between the views of the senior

teachers and the managers, and their opinions are all

convergent, which leads to the invalid hypothesis -

that the hypothesis of the study is incorrect, and there-

fore must accept the zero hypothesis.

The researcher concluded that there are no sta-

tistically signiﬁcant differences between the average

level of institutional performance indicators due to the

Added Value of a sample of members (the adminis-

trative and training board) in, of course, government

schools. According to the researcher, this ﬁnding can

be attributed to the existence of a large agreement be-

tween teachers and managers to approve what is ex-

pressed by the paragraphs of the two questionnaires,

especially as the rates of rejection came almost non-

existent, with low degrees of neutrality, and all of

them are approaching approval. Because the results

of the two tests match, the researcher ﬁnds no reason

to repeat a T-Test (T) test to verify these differences

in the light of other variables: gender, scientiﬁc qual-

iﬁcation.. etc. Results related to the second question:

The second question is: ”Are there statistically

signiﬁcant differences between the average level of

the educational aspect due to the Added Value of a

sample of the members (administrative and teaching)

in some governmental schools?

The researcher ﬁrst applied (One-Sample Test) for

all respondents. The results were discards the hypoth-

esis of the study, and accepts the opposite null hypoth-

esis, which denies the existence of any differences of

statistical signiﬁcance in this regard. This indicates

that there are no differences of statistical signiﬁcance

between the average level of the educational aspect

is due to the score of added value of a sample of the

members of the staff (administrative and teaching) in

some public schools.

To make sure the previous result is more accurate,

the T-Test is applied according to the type; the results

were as follows:

Figure 5: Test (T-Test) for the second hypothesis: differ-

ences by type variable.

The above table shows that females have achieved

the highest averages in all The four institutional per-

formance questionnaire axes comparable to males,

with a simple difference of (0.52) (0.27) (0.11) (0.12)

In contrast to the averages shown in the resolution

of Added Value, the difference was small (0.08) for

males. As previously indicated, the majority of the

sample was female, with 57.7% opposed to 42.3%

for males, and the variable of gender can be a fac-

tor in detecting differences between the averages for

the views of all respondents on the second hypothe-

sis. However, the results that Figure 4above shows

indicates that all probability values (Sig.) in all ﬁelds

are greater than the level of signiﬁcance (α = 0.05),

which in turn leads to the conclusion that also dis-

cards the hypothesis of the study, and acceptance of

the zero hypothesis.

The researcher concluded that there are no statisti-

cally signiﬁcant differences between the average level

of the education side due to the Added Value of a sam-

ple of members (the administrative and teaching) in

the following government schools due to the gender

variable.

As a result, there are no statistically signiﬁcant

differences between the educational level averages

due to the degree of Added Value in a sample of mem-

bers (administrative and teaching staff) in some pub-

lic schools is due to the variable career level. The

researcher ﬁnds that this result indicates the consen-

sus of the senior teachers and principals regarding the

statements made by the two questionnaires, especially

the areas related to the educational aspect of the areas

of institutional performance related to the educational

aspect, in the light of the Added Value approach. This

conﬁrms the validity of the results of the statistical

analysis, which showed that most of the averages of

the second axis of the institutional performance ques-

tionnaire expressed a high degree of approval by all

the respondents of the four areas of the questionnaire,

making the second axis occupy the ﬁrst rank for the

rest of the other institutional performance.

The researcher concludes that the validity of the

alternative hypothesis of the study is not proven and

conﬁrms the validity of the null hypothesis, which in-

dicates that there are no statistically signiﬁcant differ-

ences between the educational level averages due to

the Added Value value of a sample of the members

of the administrative and teaching staff ) In all public

schools.

ICASESS 2019 - International Conference on Applied Science, Engineering and Social Science

204

Results related to Question 3 The question is :

”Is there a statistically signiﬁcant correlation between

the level of institutional performance indicators and

the level of the educational aspect according to the

Added Value approach in a sample of the administra-

tive and teaching staff members in some governmen-

tal schools? The results were as shown in the follow-

ing Figure 6:

Figure 6: Test (T-Test) for the second hypothesis: differ-

ences by type variable.

As demonstrated by the test of this hypothesis, us-

ing the Person coefﬁcient - as shown in the Figure

6 above, it is clear that the average Pearson coefﬁ-

cient for all domains was 845, whereas the probabil-

ity values (Sig) were all equal to zero at the signiﬁ-

cance level (α = 0.05) 1. This indicates that the mean

score for all domains (1 0.05 0.05) between the level

of institutional performance indicators and the level

of the educational aspect according to the valueadded

approach. This, in turn, accepts the hypothesis of the

alternative study, which stipulates that there is A sta-

tistically signiﬁcant correlation between the level of

the institutional performance indicators and the level

of education in accordance with the added value ap-

proach to a sample of members of the (administrative

and teaching) in some government schools as correct.

5 CONCLUSIONS

1 There has been an improvement in the level

of institutional performance in the ﬁrst, second

and post-primary schools in Oman, focuses on

the areas of positive interaction between school

and community, and cooperation among teachers,

principals and parents, feedback education, and

the teacher’s level of knowledge of the material

objectives and enable them to achieve them.

2 The most important aspects of improving the

level of institutional performance in the public

schools in the Sultanate, the schools are hold pe-

riodic meetings to discuss theupdates of the ed-

ucational process, conducting continuous evalua-

tion of students and building cooperation relations

with other institutions. All that is in a framework

based on immediate and future planning aimed

at developing the educational process, with a fo-

cus on the implementation of remedial and enrich-

ment plans to develop the skills of creativity and

innovation of students, taking into account indi-

vidual differences between them, and the devel-

opment of tools to take advantage of sources of

learning.

3 The efﬁciency of institutional performance in

schools covered by ﬁeld research is due to the

availability of sufﬁcient resources for schools to

achieve their objectives. Especially with regard to

modern technologies and software, and the skills

needed to deal with them and use them fruitfully

in the school work, and the educational process

as a whole, at the same time in which schools are

evaluating the curriculum periodically and contin-

uously.

4 The Added Value in the ﬁeld of education in the

ﬁrst, second and postprimary schools in Oman

contributed to raising the level of indicators of

school performance efﬁciency, especially with re-

gard to the construction of values and positive at-

titudes. It also contributed to diversify of teaching

strategies used by teachers, and the improvement

of institutional performance of the school - as an

educational institution.

5 The value-added approach contributes to the de-

velopment of teachers’ ability to take into con-

sideration individual differences among students,

and their abilities to employ the skills of dealing

with students.

6 The Added Value approach contributes to the sup-

port of students’ learning through the results of

their evaluation. This is linked to the contribution

of Added Value in increasing the ability of teach-

ers to follow the students’ achievement and to

employ various strategies and methods that con-

tribute to the modiﬁcation of students’ behavior.

7 The Added Value approach has led to the devel-

opment of the teachers’ self-abilities and those

working in the school environment.

8 Value-added enabled students to acquire knowl-

edge and deal with it, encouraged self-learning. It

also developed students’ skills and ability to solve

problems, increased their focus on creative think-

ing and developed their social and communication

abilities by developing their ability to adopt and

practice positive dialogue.

Indicators Institutional Performance in Educational Field in the Province of According to the Value-added Approach: An Analytical Study

in the Public Schools in Muscat Governorate

205

9 The introduction of Added Value has enhanced

the efﬁciency of school performance in terms of

enabling parents to obtain all information about

the level of educational attainment of their chil-

dren and to involve them in the development of

their scientiﬁc levels.

10 Value-added input can contribute to measuring in-

stitutional performance indicators in educational

institutions in a holistic manner, including insti-

tutional performance indicators related to inputs,

internal process indicators and educational activ-

ities, output indicators on the one hand, and efﬁ-

ciency indicators, effectiveness indicators as well

as quality indicators Education.

REFERENCES

Hussey, D. E. (1982). Corporate planning theory and prac-

tice. Pergamon.

ICASESS 2019 - International Conference on Applied Science, Engineering and Social Science

206